Browsing by Subject "Arts"
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Item Arts for Academic Achievement Developing Readers Project(Center for Applied Research and Educational Improvement, 2010-11) Dretzke, Beverly; Meath, JudyThe Developing Readers Project is part of the Arts for Academic Achievement (AAA) program that has been implemented since 1997 in Minneapolis Public Schools (MPS). The mission of AAA is to increase student academic achievement and improve teacher practice by making arts-based and arts-integrated learning essential to classroom instruction through collaborations with artists and arts organizations. The primary goal of the project is to increase the reading achievement of students in the middle grades, with a concentration on working with students in grade 6. The students targeted for inclusion are struggling readers enrolled in schools that have a significantly large proportion of students in poverty as defined by their eligibility for free or reduced price lunch. MPS has contracted with the Center for Applied Research and Educational Improvement (CAREI) to evaluate its implementation of the Developing Readers Project. This document is the year 2 evaluation report that addresses project implementation during the 2009‐10 academic year. The report includes descriptions of the participants and project activities and the results of student surveys, classroom video documentation, and teacher interviews. Also included are the results of analyses of attendance rates during the 2009‐10 school year and standardized reading test performance in spring 2009 compared to spring 2010.Item Cooperating teachers' lived expectations in student teaching; a critical phenomenologicale exploration of identity infusing arts-based research(2014-09) Weiss, Tamara RaeThrough an examination of the identity of the cooperating teacher, this study interrogates the relationships that exist between the pedagogical and the practical in pre-service teacher education, specifically within the phenomenon of student teaching. An investigation of the lifeworld of the cooperating teacher, exclusively through her use of language, reveals the experience of living one's expectations for another (the student teacher). Through a close examination of the identity of the cooperating teacher as mentor, a complex and dynamic relationship between two people is revealed, comprised of a myriad of power implications. To understand what it means to be a cooperating teacher is to understand the meaning structures that have come to restrict, challenge, or question the nature of mentoring and, consequently, student teaching. This study takes investigative and analytical methodologies towards a more nuanced approach to performing research, specifically through Mark Vagle's post-intentional phenomenology, Gunther Kress's multimodal discourse analysis, Norman Fairclough's critical discourse analysis, and critical arts-based research in the style of Postcolonial activist artist, Jean Michel Basquiat. The result becomes multimodal critical discourse analysis- visual critical paintings that: 1) Challenge the dominant notion of research as that of written or spoken language and 2) Interrogate the power positions revealed in and through the language of the cooperating teacher participants.Item The Currency of Public Trust: Ways the nonprofit sector builds trust among constituents.(2023) Rodel Sorum, KristinaIn the nonprofit sector, building trust among constituents is of paramount importance to an organization's effectiveness. This paper explores how organizational leadership prioritize constituents and establish a trusting reciprocal relationship with them. Through interviews with leadership figures at nine arts nonprofits in Minneapolis and Saint Paul Minnesota, this paper provides real examples in trust building, repair after a breach in trust, and provides recommendations for best practices.Item Hmong youth arts culture: Music teaching and learning in community settings(2013-05) Vu, Kinh TienPre-service music educators are dedicated to learning the art of classroom and ensemble teaching, but they may be unaware of their ability to affect students’ thinking and music making around critical issues outside school music settings. Although numerous studies have identified a need to enhance music educators’ emphases in teacher education or music teaching in general to be inclusive of critical and democratic practices that forward students’ voices, little attention has been paid to how teachers help youth express their ideas about societal issues outside the music classroom. The purpose of this dissertation is to explore the musical art forms and activities in Hmong communities that will inform democratic education in teacher preparation programs. Focusing on rap, spoken word poetry, and lyrical songs of ten Hmong youth artists, three guiding questions will be explored: (a) In what kinds of musical activities do youths participate? (b) For what purposes do Hmong youths create their arts? and (c) How might what Hmong do in their community inform music teacher preparation? Music educators who bring together various teaching and learning opportunities, critical pedagogy, and democratic action will forward students’ voices and help them become change agents for themselves, their schools, and communities. In this ethnographic study, I found that given opportunities to create raps, spoken word poems, and songs, Hmong youth become proactive citizens who advance the tenets of a free and democratic society in their communities when they express their ideas centered on personal, group, social, and political issues that affect them. The results of this study demonstrate that music teacher preparers will serve their pre-service music educators by forging a new, critical, and democratic practice that might be learned from community musicians.Item Measuring the Impact of the Arts on Community Attachment: Localized Indicators for the Arts on Chicago Collaboration(Hubert H. Humphrey School of Public Affairs, 2013-05-15) Briel, John; Engh, Rachel; Milavetz, DavidItem North St Paul Oral History(2007) Stanich, NicoleItem Program Evaluation Plan for the Perpich Center for Arts Education Governance, Administration, Financial and Performance Structures(Hubert H. Humphrey School of Public Affairs, 2013-03-22) Edwards, BrittanyThis document presents a plan for an external, developmental program evaluation of the Perpich Center for Arts Education (PCAE). This document is not an evaluation, but rather a plan for an evaluation of a particular kind. Developmental evaluation is ongoing and based on collaborative planning with the stakeholders of an organization. It is not a definitive judgment of an organization, but rather a process to encourage self-examination and improvement. This document proposes a plan--including topics, questions, a process, and timeline - for such an evaluation to be conducted. Such an evaluation of PCAE, as a state agency, could be conducted by the Office of the Legislative Auditor if PCAE were selected by the Topic Selection Subcommittee of the Legislative Audit Commission, for completion by the Office of the Legislative Auditor. An evaluation of PCAE is acutely relevant as several recent concerns have been voiced about the governance structure, and as the institution attempts to absorb and maintain a new school.Item Project Intersect: Year Two Evaluation Report (Cloquet Public Schools & Fond Du Lac Ojibwe School)(Center for Applied Research and Educational Improvement, 2008) Dretzke, BeverlyProject Intersect is funded by a Department of Education grant awarded to Cloquet Public Schools and the Fond du Lac Ojibwe School for a period of three years: July 1, 2006, to June 30, 2009. The primary purpose of the project is to help students increase their understanding and appreciation of visual and performing arts, language arts, math, and science and how American Indian culture intersects with these areas. The project is a collaborative effort of the American Indian community, the Ojibwe tribal college, the elementary and middle schools, University of Minnesota art education faculty, and the University of Minnesota’s Institute on Community Integration. Year one of the project was a planning year devoted to establishment of a design team and development of an intervention design to integrate American Indian arts content into grade 1-8 curriculum. Year two was the first implementation year. In addition to continuing implementation, year three will include creation of a replication manual and dissemination of print and Web-based materials. CAREI evaluated three aspects of Project Intersect: teacher participation, teacher professional development, and classroom implementation.Item ReMix Project: Juxtaposition Arts(2007) Bell, Joyce